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Trajectories of Teacher Identity Development Across Institutional Contexts: Constructing a Narrative Approach


by Gail Richmond, Mary M. Juzwik & Michael D. Steele - 2011


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Cite This Article as: Teachers College Record Volume 113 Number 9, 2011, p. 1863-1905
https://www.tcrecord.org ID Number: 16177, Date Accessed: 11/16/2019 6:27:08 PM
 
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About the Author
  • Gail Richmond
    Michigan State University
    GAIL RICHMOND is an associate professor of science and teacher education at Michigan State University. Her research interests include the development of critical knowledge and practices for scientific inquiry and teaching, the structure and development of teacher identity, and the role of professional learning communities in sustaining teacher growth. Her recent peer-reviewed publications include articles in the Journal of Research in Science Teaching and CBE Life Sciences Education, and several conference proceedings.
  • Mary Juzwik
    Michigan State University
    E-mail Author
    MARY M. JUZWIK is an associate professor of language and literacy at Michigan State University. Her research interests include narrative discourse theory and methodology, classroom discourse analysis, and English teaching in culturally and linguistically diverse contexts. Recent publications include a book, The Rhetoric of Teaching: Understanding the Dynamics of Holocaust Narratives in an English Classroom, and articles in American Educational Research Journal, English Education, and Teaching and Teacher Education.
  • Michael Steele
    Michigan State University
    MICHAEL D. STEELE is an assistant professor of mathematics education at Michigan State University. His research interests include the form and development of mathematical knowledge for teaching, trajectories of teacher learning, and mentoring and induction. His work has recently appeared in Journal for Mathematics Teacher Education, the Association of Mathematics Teacher Educators Monograph Series, and Cognition and Instruction.
 
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